AN INFORMATION & RESOURCE PACK FOR PARENTS AND PROFESSIONALS
Pleasure Vs Profit - information pack - numero 2 - Zero Tolerance
Pleasure Vs Profit - information pack - numero 2 - Zero Tolerance
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<strong>AN</strong> <strong>IN<strong>FOR</strong>MATION</strong> & <strong>RESOURCE</strong> <strong>PACK</strong><br />
<strong>FOR</strong> <strong>PARENTS</strong> <strong>AN</strong>D <strong>PROFESSIONALS</strong><br />
Z E R O T O L E R A N C E<br />
WOMEN’S<br />
SUPPORT<br />
PROJECT<br />
scottish<br />
community<br />
foundation
CONTENTS<br />
A<br />
B<br />
C<br />
D<br />
E<br />
F<br />
G<br />
H<br />
I<br />
J<br />
K<br />
<strong>FOR</strong>EWORD<br />
ABOUT THE PLEASURE VS PROFIT DVD <strong>AN</strong>D <strong>PACK</strong><br />
REFERENCES <strong>FOR</strong> PLEASURE VS PROFIT DVD<br />
USING THE DVD<br />
LYRICS<br />
GRAPHICS<br />
FACT SHEETS<br />
ACKNOWLEDGEMENTS<br />
ABOUT THE PEOPLE IN THE DVD<br />
ABOUT THE ORG<strong>AN</strong>ISATIONS<br />
USEFUL READING, LINKS <strong>AN</strong>D <strong>RESOURCE</strong>S<br />
3<br />
5<br />
6<br />
7<br />
18<br />
21<br />
27<br />
53<br />
55<br />
56<br />
58<br />
Resource pack developed by Linda Thompson – Challenging Demand, Women's<br />
Support Project.<br />
Supported by Zero Tolerance Charitable Trust and the Scottish Government<br />
Violence Against Women Fund.<br />
We want you to use the DVD and resource pack and ask that you acknowledge the<br />
Women's Support Project and Zero Tolerance when you are using it in awareness<br />
raising and public education work.<br />
2
A<br />
<strong>FOR</strong>EWORD<br />
There is a growing concern about the commercialisation and sexualisation of<br />
children and young people (CYP), accompanied by the pornification of our<br />
mainstream culture. The two processes are closely linked and increasingly the<br />
messages put across in all forms of the media are that women are judged and<br />
valued on their appearance and sexual attractiveness. Children of younger ages are<br />
put under pressure to take on narrow gender roles and increasingly evidence shows<br />
that this is having an impact, particularly on girls and young women (GYW). These<br />
impacts have been well researched (see section G for fact sheets) and there is<br />
growing concern on how we can push back the boundaries to allow CYP to develop<br />
ideas of healthy sexuality and relationships at a time and pace that is appropriate.<br />
The commercialisation of childhood has meant that adult messages are being<br />
directed at and forced onto CYP in order to sell more commodities.<br />
One result is that GYW view themselves as objects to be assessed against other<br />
people's standards and expectations. In the mainstream culture women are<br />
increasingly presented as sexual objects in very narrow ways. GYW are therefore<br />
pressurised to look and behave in sexual ways that reflect their sexual desirability to<br />
others. This happens at a time when they are trying out identities and working<br />
towards a firmer sense of themselves. These additional pressures and cultural<br />
messages can affect self-esteem and aspirations. The objectification of women<br />
teaches GYW that all they have to offer is their body and their physical appearance<br />
should be their number one priority.<br />
Boys and young men (BYM) are also affected. There is increasing evidence to show<br />
that sexualisation is affecting how they view themselves, sexual relationships and<br />
GYW. BYM talk of the pressures they feel not just to be sexually active but also to<br />
recreate what they have seen in pornography. Many BYM are viewing pornography<br />
at a young age, long before they have embarked on any physical sexual relationship<br />
and are seeing and hearing skewed messages about what it takes to be a man in our<br />
culture. They have to find their way through a sexualised minefield to understand<br />
notions of trust, intimacy, pleasure, respect and consent, none of which is<br />
supported by the near constant barrage of messages which show men as<br />
aggressive, predatory and powerful. Whilst they do not face the same pressure as<br />
GYW to look certain ways, they are also presented with narrow ideas of men's<br />
bodies and eating disorders amongst BYM are on the increase.<br />
3
There is a real need to engage with CYP, give them space to reflect and discuss their<br />
popular culture and raise awareness of any negative messages on body image,<br />
gender, sexuality and relationships. This is equally important for both males and<br />
females. With increased media literacy, CYP can actively interpret messages rather<br />
than be passive consumers. Many CYP are already media literate and are often<br />
highly critical consumers so it is important not to patronise them.<br />
It is hoped that this pack will support parents, carers, families and those who work<br />
with CYP to challenge myths and show the sexualisation of our culture as cynical<br />
exploitation by the hugely profitable advertising, retail and porn industries. It<br />
provides ideas and tools on how to encourage debates and discussions and move<br />
forward in creating an alternative message that our CYP's sexuality is not for sale.<br />
Linda Thompson<br />
Women's Support Project<br />
2011<br />
4
B<br />
ABOUT THE PLEASURE Vs PROFIT<br />
DVD <strong>AN</strong>D <strong>PACK</strong><br />
This work has been informed by several years' experience of awareness raising and<br />
public education on the sexualisation of our culture and the harmful impacts on<br />
young people.<br />
Along with colleagues across education, health, youth support, family support and<br />
the steering group, we identified key themes and issues to cover in this first<br />
chapter. These are based on key points noted through face to face work with young<br />
people and parents and supported by research – most notably the ‘Sexualisation<br />
Review 2010’ (the Research on Sexualised Goods Aimed at Children Report) and<br />
‘The Impact of the Commercial World on Children's Wellbeing: Assessment’. On an<br />
international level – the ‘American Psychological Association Report 2009’ and the<br />
‘Corporate Paedophilia 2006’ report were useful in guiding our further research and<br />
exploration.<br />
The DVD and pack aim to cover these points and challenge how the sexualisation of<br />
our culture is making young people, especially young women, more vulnerable to<br />
exploitation.<br />
Through our face-to-face work, we know that many young people are concerned<br />
and want to have safe spaces to talk openly with peers and adults. This DVD gives<br />
some of them a voice. The young people involved all wanted to give their time and<br />
share their experiences, ideas and opinions. Full consent was given for their images<br />
and words to be used.<br />
The resources are called Pleasure Vs Profit to highlight how commodified sex has<br />
become, with the growing hyper sexualisation of our popular culture through retail,<br />
advertising, music and the porn industry. Pleasure Vs. Profit aims to:<br />
.<br />
raise awareness of the sexualisation of our culture<br />
highlight the impact on and potential vulnerabilities of CYP<br />
support engagement with young people on these issues.<br />
5<br />
We want to encourage parents and professionals to start discussions and debates<br />
and move into action to tackle the growing concerns highlighted in the film. It is not<br />
designed for direct work with young people under the age of 16. Other resources<br />
for this are available, see the Women's Support project website for examples:<br />
www.womenssupportproject.co.uk
C<br />
REFERENCES <strong>FOR</strong><br />
PLEASURE Vs PROFIT DVD<br />
We sourced a wide range of material and research in the development of the DVD,<br />
many of which are listed in the reading section J. Specific ones we used to inform<br />
key points are listed here.<br />
INCREASING SEXUALISATION OF OUR CULTURE<br />
UK Home Office Report on the Sexualisation of Young People.<br />
http://webarchive.nationalarchives.gov.uk/20100418065544/homeoffice.gov.uk/do<br />
cuments/sexualisation-young-people.html<br />
Pornographication of Popular Culture.<br />
Attwood, 200 Attwood F. 2002. Reading porn: the paradigm shift in pornography<br />
research.<br />
Sexualities 5: 91–105. DOI: 10.1177/13634607020050010052; Levy, 2005<br />
FREE PORN IS EASILY AVAILABLE<br />
Risks and Safety on the Internet: the Perspective of European Children.<br />
EU Kids Online survey of 9-16 year olds and their parents. (Published 21 October<br />
2010) Jorge, A. Cardoso, D., Ponte, C. and Haddon, L. (2010)<br />
YOUNG PEOPLE AS CONSUMERS OF ONLINE PORN<br />
http://internet-filter-review.toptenreviews.com/internet-pornography-statisticsoverview.html<br />
http://www.onlinemba.com/blog/stats-on-internet-pornography/<br />
http://www.dvrcv.org.au/eroticising-inequality/<br />
NORMALISATION OF PORN INDUSTRY<br />
http://business.avn.com/articles/technology/Has-Porn-Gone-Mainstream-or-Is-Itthe-Other-Way-Around-376293.html<br />
http://www.guardian.co.uk/commentisfree/2011/jan/04/pornography-big-businessinfluence-culture<br />
6
YOUNG MEN ABSORB MESSAGES FROM THE PORN INDUSTRY<br />
Research on Sex in the Media: what do we know about effects on children and<br />
adolescents?<br />
In Handbook of Children and the Media. Malamuth N, Impett E. 2001. Singer D,<br />
Singer J (eds). Sage: Thousand Oaks, CA; 269–287.<br />
Harms of Pornography Exposure Among Children and Young People.<br />
Michael Flood. Child Abuse Review Vol. 18: 384–400 (2009). Published online 2<br />
November 2009 in Wiley InterScience.<br />
www.interscience.wiley.com/DOI: 10.1002/car.1092<br />
http://www.salon.com/life/broadsheet/feature/2009/08/18/gen_porn/index.html<br />
QUOTES FROM YOUNG PEOPLE WHO HAVE BEEN SEXUALLY EXPLOITED<br />
“A friend asked me to go to meet a guy he'd met on the Internet. Before I knew it I<br />
was being introduced to lots of men who wanted sex. If I tried to say “no” I got<br />
physically hurt. I had to get a friend to help me out to cover my injuries so my<br />
parents wouldn't find out. I thought that guys giving you money, fags and alcohol<br />
was a normal thing. I had such a low opinion of myself that I couldn't think of<br />
anything else except not living.” Puppet on a String, Barnardo's<br />
http://www.vawpreventionscotland.org.uk/sites/default/files/ctf_puppetonastring_<br />
report_final.pdf<br />
http://www.barnardos.org.uk/commission_us/resources_publications.htm<br />
“He seemed like the perfect gentleman. But he was just using me, and soon he was<br />
making money out of me by selling me to other men. I had never even kissed a boy<br />
before. In just a few months, I'd slept with more than 60 men.” Evening Times<br />
http://www.eveningtimes.co.uk/news/editor-s-picks/these-men-took-myinnocence-as-they-lured-me-into-a-sickening-world-of-abuse-1.1079252<br />
“They gave us wine and cigarettes and cannabis. We felt really cool hanging out<br />
with older guys with flash cars. Before long they were my only friends. We did<br />
whatever they asked. They made it clear if they couldn't get their way there would<br />
be consequences. I felt dead inside. They said if I didn't have sex with them, they<br />
would rape my mum.” Scottish Sun Newspaper – ‘One Teen's Ordeal’<br />
http://www.thesun.co.uk/sol/homepage/woman/real_life/3201452/One-teensordeal-at-hands-of-sex-traffickers.html<br />
7
Bill Margold – http://www.billmargold.com/aboutme.php.htm<br />
William Margold has been involved in the porn industry for over 40 years as an<br />
actor, scriptwriter, director and activist. He is a former director of the Free Speech<br />
Coalition, ( http://www.freespeechcoalition.com/about-us.html) a co-founder of<br />
Fans of X-Rated Entertainment (F.O.X.E at http://en.wikipedia.org/wiki/Fans_of_X-<br />
Rated_Entertainment) and a member of the Adult Video News (AVN) Hall of Fame.<br />
Check here for an interview he gave on the porn industry –<br />
http://journals.democraticunderground.com/Anti-Porn%20Activist/4<br />
PLEASURE VS. PROFIT SOUNDTRACK "TRIPLE THREAT OF PORN"<br />
This refers to a concept developed by Cooper et al to explain factors ‘driving’ or<br />
.<br />
pushing people towards pornography use. These are:<br />
Accessible with porn now available 24 hours a day, 7 days a week, 365 days a<br />
year. With new technology there are no limits to when or where porn can be<br />
accessed.<br />
.<br />
.<br />
Affordability with porn now free to view online. It is free on purpose to<br />
encourage people to start to use it. The porn industry is aware of how they need<br />
to market it towards both existing and, importantly, new consumers. The more<br />
time and visits a curious viewer makes, the more likely it is that they will start to<br />
pay or subscribe.<br />
Anonymity as porn is available without having to speak to anyone such as shop<br />
workers or telephone ordering lines. Without this contact, people feel able to<br />
access more hard-core porn than before. People tend to engage in and look at all<br />
kinds of things online that they wouldn't do anywhere else.<br />
8
D<br />
USING THE DVD<br />
This resource pack accompanies the 11-minute film ‘Pleasure Vs. Profit: growing up<br />
in pornified Scotland’, which looks at the messages young people receive through<br />
the mainstream media and our hyper sexualised pornified culture. The blurring of<br />
boundaries between the sex industries and advertising, marketing and leisure /<br />
entertainment is having an impact on young people and how they see sexuality,<br />
relationships and sex. Aspects of growing up and developing identity in a porn<br />
culture means young people can be vulnerable to grooming and exploitation.<br />
We made this film to highlight the sexualisation of our everyday lives and media. It<br />
features the voices, experiences and opinions of young people and includes<br />
workers from policing and activism who focus on the risks and impacts on young<br />
people along with calling upon parents and workers to ‘push back the boundaries’.<br />
The pack contains ideas on using the DVD and how this could be further developed<br />
into information sessions, training sessions or discussions.<br />
We have come up with some ideas but you may want to change and adapt these to<br />
best meet your own needs. We really encourage you to try it out in different ways<br />
to see what works best.<br />
CONSIDERATIONS<br />
It is important that clear information on the content of the DVD and discussion is<br />
available to potential participants. Leaflets or letters are a good way to let people<br />
know that they will be hearing about issues around sexuality, the mainstream<br />
media, advertising and pornography industries, sexual exploitation and<br />
prostitution. Such information should clearly state what the content, approach and<br />
delivery methods of the session will be.<br />
Anyone facilitating a session should be aware that there might be objections from<br />
attendees due to the materials and information presented. Consideration needs to<br />
be given to the audience having the option to not view those parts of the DVD<br />
which may offend their personal, cultural or religious beliefs.<br />
9
There could also be objections to the analysis presented, which, while it can lead<br />
to good discussion and debate, can also be silencing for many attendees. This can<br />
be managed by establishing ground rules including reminding all attending that<br />
respect for others’ opinions must be observed. It is important to create an<br />
environment where people can be open, so you should not collude with any sexist<br />
or misogynistic comments.<br />
Ground rules could include:<br />
take time to really listen to each other<br />
give people time and space to speak<br />
consider others’ feelings and show respect for people<br />
be aware that the words you use can impact on others<br />
be open to hearing new ideas and challenging your self<br />
remember that violence and abuse are common and people present may have<br />
.been affected.<br />
10
OPTION 1 – A GROUP OF FRIENDS / COLLEAGUES<br />
Awareness raising doesn't have to be with large groups, it could be just a few<br />
friends getting together to watch it online and discuss.<br />
This could take the format of:<br />
Introducing the DVD with some background information shared on people's<br />
concerns, the background and approach to the DVD and how any discussions could<br />
be managed, acknowledging that there could be differences in opinion.<br />
Show the DVD and allow viewers some time to gather their thoughts and<br />
observations. It can be useful to give people paper / blank postcards to note down<br />
their initial feelings, reactions and thoughts before discussions start.<br />
Start the discussions. Here are some suggested prompt questions but the<br />
conversations could take many different directions depending on the views and<br />
experiences of those present:<br />
.<br />
.<br />
. .<br />
What did you think of what you have just seen?<br />
Was there anything that particularly struck you?<br />
Why was this?<br />
Was there anything you strongly agreed / disagreed with?<br />
Why is this?<br />
Did the DVD reinforce or challenge that?<br />
What have you noticed in your own life / setting?<br />
Were there any examples given that you were surprised by?<br />
What do you think parents do / could do to push back boundaries?<br />
What makes that easier / more difficult?<br />
What else needs to be done?<br />
Who else needs to be involved?<br />
What can we all do?<br />
11
OPTION 2 – PLEASURE Vs PROFIT SESSIONS<br />
Many people may not have the time to take a full or even a half-day out to attend<br />
workshops on these issues. Very often all that is available is a couple of hours so the<br />
DVD could be used in a short focused session.<br />
A. SCREEN DEBATE<br />
Highlight the issues with a screening of the DVD followed by discussions with an<br />
invited panel of relevant agencies such as:<br />
Violence against Women partner agencies<br />
.<br />
the local police public protection unit<br />
education / youth work<br />
Child Protection Network / officers.<br />
B. SHORT SESSION<br />
.<br />
A short 2 hr session could take the format of:<br />
Introducing the DVD with some background information shared on people's<br />
concerns, the background and approach to the DVD and how any discussions<br />
.<br />
could be managed, acknowledging that there could be differences in opinion.<br />
Setting the scene – highlight the context in which the DVD was made with<br />
growing concerns not just amongst parents / carers but across different sectors<br />
.<br />
who work with CYP.<br />
Show the DVD and allow viewers some time to gather their thoughts and<br />
observations. The DVD could be played the whole way through or stopped at the<br />
end of the different sections.<br />
Discussions – We have included some suggested prompt questions. The audience<br />
may not need these but they can be useful to keep discussions focused on the<br />
issues presented.<br />
12
ONLINE GROOMING<br />
Predator: Hi gorgeous –missing u all day x<br />
Daisy98: hi. Missed u 2<br />
Predator: u r v special 2 me<br />
Daisy98: aaah – u r so sweet xx<br />
Predator: u'r pics last nite were so sexy … :-]<br />
…..any more?? ;-]<br />
Daisy98: hmmmm .. don't know<br />
Predator: c'mon babe – u know it's cos I luv u….<br />
……. do u want all u'r mum n dad to see yr nude pics?<br />
…………….come and meet me or else.........<br />
Discussion questions:<br />
.<br />
In what ways are young people made vulnerable online?<br />
Why do you think they are vulnerable?<br />
. .<br />
Who do you think are the predators in the online world?<br />
Why do you think this is?<br />
What work do we need to do with boys and young men around consent and<br />
relationships?<br />
What work do we need to do with girls and young women around consent and<br />
relationships?<br />
Why do you think young people are willing to take and share sexualised / sexy<br />
images?<br />
What risks may arise from this?<br />
What needs to be done?<br />
13
SEXUAL EXPLOITATION<br />
“A friend asked me to go to meet a guy he'd met on the Internet. Before I knew it I<br />
was being introduced to lots of men who wanted sex. If I tried to say “no” I got<br />
physically hurt. I had to get a friend to help me out to cover my injuries so my<br />
parents wouldn't find out. I thought that guys giving you money, fags and alcohol<br />
was a normal thing. I had such a low opinion of myself that I couldn't think of<br />
anything else except not living.” ‘Puppet on a String', Barnardo's.<br />
http://www.vawpreventionscotland.org.uk/sites/default/files/ctf_puppetonastring_<br />
report_final.pdf<br />
“They gave us wine and cigarettes and cannabis. We felt really cool hanging out<br />
with older guys with flash cars. Before long they were my only friends. We did<br />
whatever they asked. They made it clear if they couldn't get their way there would<br />
be consequences. I felt dead inside. They said I didn't have sex with them, they<br />
would rape my mum.” Scottish Sun Newspaper– ‘One Teen's Ordeal’.<br />
http://www.thesun.co.uk/sol/homepage/woman/real_life/3201452/One-teensordeal-at-hands-of-sex-traffickers.htmlFactual<br />
/ information<br />
Discussion questions:<br />
What do you now think sexual exploitation is?<br />
What makes sexual exploitation different from child abuse or are they the same?<br />
Who is at risk?<br />
..<br />
What makes someone vulnerable?<br />
What ways do predators groom young people?<br />
How does it happen – what types and forms are there?<br />
What should be done? By whom?<br />
.<br />
What impact might easy access to new technology / Internet have on grooming?<br />
What contribution does our culture have?<br />
What needs to be done?<br />
14
PORN INDUSTRY<br />
“When I somewhat brutalize her sexually, I'm satisfying male viewers' desires to<br />
gain revenge against women. My whole reason for being in the adult film industry is<br />
to satisfy the desire of men who basically don't care much for women.” Bill Margold<br />
Discussion questions:<br />
How does that quote make you feel?<br />
What does it say about masculinity and male sexuality?<br />
How does the idea of sex as revenge make you feel?<br />
Bill Margold says he is speaking on behalf of men – is there any truth in that?<br />
Is this how some men feel?<br />
.<br />
How does that idea make you feel?<br />
What emotions are involved in the type of sex he is talking about?<br />
Given that he speaks as a representative of the porn industry, is there anything<br />
surprising in what he says?<br />
OPTION 3 – USE PLEASURE Vs PROFIT AS PART OF <strong>AN</strong><br />
<strong>IN<strong>FOR</strong>MATION</strong> OR TRAINING SESSION<br />
This DVD fits well with information sessions or conferences with themes such as<br />
Internet Safety, Sex Education, Community Education, Sexual Health and Child<br />
Protection.<br />
The DVD could be shown with time for audience questions and discussions as part<br />
of an overall event.<br />
15
AWARENESS RAISING<br />
OPTION 4 – PREVENTION EDUCATION WITH OVER 16’s<br />
The DVD is not aimed at young people under the age of 16 but could be used for<br />
discussions in settings which work with older teens such as:<br />
uniformed organisations / cadets<br />
residential care / supported accommodation units<br />
probation / diversionary projects<br />
training and volunteer schemes<br />
community organisations<br />
.<br />
peer education groups<br />
youth councils or youth participation groups<br />
colleges and university / student groups.<br />
Discussion questions:<br />
Where do CYP spend their free time / leisure time?<br />
.<br />
Where do they hang out – in ‘real’ life and online?<br />
Is this different for BYM and GYW?<br />
Have you noticed any sexy images, messages, pictures, and words in those youth<br />
spaces?<br />
What might these have been?<br />
.<br />
.<br />
.<br />
.<br />
Where do CYP learn about gender – what it means to be a young man / woman?<br />
What have they been told, heard or seen about gender and gender roles?<br />
Is this different for young men and young women?<br />
Why do you think that is?<br />
Where do CYP learn about sex and sexuality – i.e. what it means to be sexually<br />
active / in a sexual relationship?<br />
Is this different for young men and young women?<br />
What are you told about how a young ‘man’ / young ‘woman’ should behave?<br />
If CYP want to find out about sex – whom do they ask?<br />
Why them?<br />
Where else do young people find out about sex?<br />
How do people know how to have sex?<br />
16
Do you know anyone who has looked at porn?<br />
Why do you think that people look at porn?<br />
Do you think there are different reasons for young men and young women?<br />
Have you ever heard or noticed any peer pressure around this?<br />
Has anyone ever tricked you into looking at porn or shown you porn when you<br />
didn't want to see it?<br />
.. .<br />
.How<br />
.<br />
What do you think the benefits of pornography use might be?<br />
Could these benefits be found in any other way?<br />
What do you think the disadvantages of pornography use could be?<br />
Do you think it is easy / hard to take a stand against porn and the sex industry<br />
and be part of the alternative to the pornified mainstream?<br />
Do you think young people are surrounded by a porn culture?<br />
How do you think that may affect them?<br />
.<br />
Do you think sexualisation exists?<br />
How do you think it is happening?<br />
Do you think boys and girls are affected differently – why is that?<br />
What other roles would be important to show men and women doing?<br />
Who are positive role models for YM & YW?<br />
What skills, qualities, and experiences do they have to show others?<br />
.<br />
Why do you think CYP are so affected by this?<br />
How does it make you feel to hear that?<br />
Where else apart from magazines do you hear / see representations of men and<br />
women?<br />
Would they differ from mags in how they show both men and women?<br />
What messages are given about young women?<br />
What messages are given about young men?<br />
How might this impact on their views of themselves?<br />
How might this impact on their views of the other sex?<br />
might this affect their relationships?<br />
17
E<br />
PLEASURE Vs PROFIT LYRICS<br />
We have included an MP3 of the song lyrics for the DVD. The music and lyrics were<br />
developed by Jucilino Levis Albano Dos Santos. Check out LEVIS’<br />
www.Myspace.com/levis23 for examples of his music.<br />
These lyrics could be used to stimulate discussion on the pressure young men face to<br />
conform and behave in certain ways, according to the script and messages they<br />
receive through our sexualised culture and pornography.<br />
I know what I'm gonna do.<br />
Don't let them tell you how to be you.<br />
Got to be strong and carve your own way.<br />
Porno and pimps, forget what they say.<br />
Young man what you gonna say, tell them they're wack.<br />
You'll make you're own play.<br />
Enough is enough, you've had 'bout your fill.<br />
Won't let 'em in, won't swallow that pill.<br />
Page 3, strip bars, lap dancers, porn stars.<br />
Can't believe you're telling me<br />
that that's the way that I should be.<br />
All this hardcore that I see<br />
kind of saturates my brain.<br />
Everything I try to be<br />
they're telling me that I'm insane.<br />
We can do it if you please.<br />
We can do it when we want.<br />
Sex is great, natural see.<br />
Especially when we both agree.<br />
Now my sexuality is all mine see.<br />
I don't want no industry snuggled up in bed with me,<br />
telling me how I should do it.<br />
Telling me to prove it, prove it.<br />
Telling me they'll show me if I watch it<br />
in a hardcore movie.<br />
18
You don't need to be MTV sexy.<br />
There's nothing wrong with you.<br />
Cause I know what the next be<br />
the porn industry , I don't want that in bed with me.<br />
I don't want somebody telling me what I should be.<br />
You know sometimes all I want just to sit down and talk.<br />
Let me know what's going on without the triple threat of porn.<br />
Focus on what's in your head and not what you should do in bed.<br />
Not how you look in a thong but just for us to get along.<br />
Now I'm amazed by, dazed and confused by,<br />
all this bump and grind on the information highway.<br />
I pull my ride up. I need a fuel stop, I watch them speed while I'm stuck in<br />
a lay-by.<br />
Propaganda drive me bananas, should I log off and lead by example?<br />
'cause they tell me the root of evil's money.<br />
Aint no playboy bunnies in the land of milk and honey.<br />
I got the jetlag, I'm a spent force. I'm sick and tired of all this virtual<br />
sexual intercourse.<br />
The consumed are consumed by the profligate.<br />
I've had enough of this porn, won't participate.<br />
19
Prompt Questions:<br />
What do you think are the key messages?<br />
What do you think of these?<br />
Do you agree / disagree with them?<br />
What does the singer say are the impacts on young men?<br />
What do you think he has decided to do?<br />
What has brought him to this point / stage?<br />
.<br />
.<br />
What do you think he was trying to say with these lines?<br />
What do these lines mean to you?<br />
Got to be strong and carve your own way.<br />
Porno and pimps, forget what they say.<br />
Now my sexuality is all mine see.<br />
I don't want no industry snuggled up in bed with me.<br />
Telling me how I should do it.<br />
Telling me to prove it, prove it.<br />
Telling me they'll show me if I watch it<br />
in a hardcore movie.<br />
The porn industry, I don't want that in bed with me.<br />
I don't want somebody telling me what I should be.<br />
20
F<br />
PLEASURE Vs PROFIT GRAPHICS<br />
We commissioned graphics to be developed for the DVD, based on the language<br />
and images of real advertisements, websites, blogs and profiles. Originals could<br />
not be used due to copyright restrictions.<br />
These graphics could be used as the basis for some discussion with audiences or<br />
in small groups.<br />
21
22<br />
Girls' magazine questions:<br />
What do you think are the messages behind the headlines?<br />
Do you think these headlines are appropriate for girls aged 6-10?<br />
Why is that?<br />
. What kind of messages do you think are being put across?<br />
Do you think these magazines have changed over the years?<br />
Why do you think that is?<br />
What types of magazines did you (or girls your age) read when you were aged 6-<br />
10?<br />
Did they contain articles or features like these?<br />
How might parents/ carers talk to their 6-10 yr old girls about such issues?<br />
Do you know of any magazines and publications aimed at girls aged 6-10 that<br />
.give alternative messages?
Children's clothing questions:<br />
What do you think of clothing like this aimed at girls aged 3-4 and boys aged 2-3?<br />
What kinds of messages do you think these give?<br />
Do you think children are aware of these messages?<br />
Have you noticed items like this in shops and / or online?<br />
Why do you think people buy them?<br />
Why do you think different messages are applied to boys than to girls?<br />
How might parents/ carers / workers talk to their CYP about the slogans and<br />
.words used?<br />
23
24<br />
This is based on adverts in shop windows for suits and men's fashion.<br />
What do you think of this type of advert?<br />
What do you think is really being sold?<br />
Why might the man be wearing clothes whilst the woman is semi-naked?<br />
Have you seen adverts like this before?<br />
.What power relations do you think are being shown in this advert?
This profile is based on groups set up on social networking sites.<br />
Why do you think these types of groups are so common?<br />
.<br />
Why do you think young men / men set them up?<br />
Why do you think young women post pictures to them?<br />
What do you think it means for a young woman to be part of such an online<br />
group?<br />
What kinds of equivalent groups might there have been in the past? How have<br />
.things changed?<br />
25
These images are based on the types of adverts found on the back pages of<br />
newspapers and lads’ / men’s magazines.<br />
Have you seen these types of adverts?<br />
.<br />
What do you think is being sold?<br />
What do you think of them being contained within entertainment magazines?<br />
Content in girls' magazines has to follow guidelines. The same does not apply to<br />
lads' mags. What is your view on that?<br />
Some people would say this normalises women being seen as commodities –<br />
.what do you think?<br />
26
G<br />
FACT SHEETS<br />
27
FACT SHEET 1 – SEXUALISATION<br />
WHAT IS SEXUALISATION?<br />
In 2007 the American Psychological Association (APA) carried out an extensive<br />
review of the impact of sexualisation on young girls. The APA's taskforce provides<br />
the following definition of sexualisation as occurring when:<br />
.<br />
a person's value comes only from his or her sexual appeal or behaviour, to the<br />
..<br />
exclusion of other characteristics<br />
a person is held to a standard that equates physical attractiveness with being<br />
sexy<br />
a person is sexually objectified and made into a thing for others' sexual use<br />
rather than seen as a person with the capacity for independent action and<br />
decision making<br />
sexuality is inappropriately imposed upon a person.<br />
‘Report of the APA Task Force on the Sexualisation of Girls.’ American Psychological<br />
Association. Zurbriggen et al. (2007)<br />
http://www.apa.org/pi/wpo/sexualization.html<br />
WHY IS IT HAPPENING?<br />
“We know from our research that commercial pressures towards premature<br />
sexualisation and unprincipled advertising are damaging children's well-being. The<br />
evidence shows that adults feel children are more materialistic than in past<br />
generations, while children themselves feel under pressure to keep up with the<br />
latest trends.”<br />
Penny Nicholls, director of children and young people at The Children's Society.<br />
http://news.bbc.co.uk/1/hi/uk/8619329.stm<br />
“Though it may not be right, again it wouldn't be the first time a retailer saw a<br />
marketing opportunity and jumped... seizing an opportunity. Parents hold the<br />
buying power in their wallets.”<br />
By Lydia Dishman – http://www.bnet.com/blog/publishing-style/abercrombiespadded-bikinis-for-tweens-prove-theres-nothing-new-under-the-retail-sun/1609<br />
28
HOW IS IT HAPPENING?<br />
“How have sex, sexiness and sexualisation gained such favour in recent years as to<br />
be the measure by which women's and girls' worth is judged? While it is not a new<br />
phenomenon by any means, there is something different about the way it occurs<br />
today and how it impacts on younger and younger girls.”<br />
McLellan, ‘Sexualised and Trivialized – Making Equality Impossible’. Quoted in<br />
‘Getting Real’, Tankard Reist (2010)<br />
Researchers looked at 15 websites of popular clothing stores, ranging from bargain<br />
to high-end sectors of the junior US market. Clothing was rated according to<br />
whether it had only child-like characteristics, revealed or emphasised an intimate<br />
body part, or had characteristics that were associated with sexiness.<br />
69% of the clothing assessed in the study had only child-like characteristics<br />
.<br />
4% had only sexualising characteristics, while<br />
25% had both sexualising and child-like characteristics<br />
1% had neither sexualised nor child-like characteristics.<br />
Goodin S et al (2011). ‘Putting On Sexiness: a content analysis of the presence of<br />
sexualizing characteristics in girls' clothing.’ Sex Roles; DOI:10.1007/s11199-011-<br />
9966-8 (c) 2011 AFP<br />
“Boys don't have to look hard for examples of the tough guy in popular culture – he<br />
is seen all over the television dial, in advertising, and in the books based on popular<br />
TV series. He is held up as a sort of ideal (in sharp contrast to "wimpy" smart guy<br />
characters) and he teaches boys that success comes from being aggressive.<br />
Increasingly, the influence of this character can be seen in boys' clothing. As the<br />
examples below demonstrate, scary imagery, with its undertones of aggression,<br />
appears on clothing marketed to boys aged one and up.”<br />
http://www.achilleseffect.com/2011/01/boys-clothing-valuing-toughness-andaggression/<br />
“Fashions like these dovetail perfectly with the messages delivered by film,<br />
television, books, and toy advertising, telling boys on the one hand that aggression<br />
and toughness are cool and, on the other, that rowdiness and bad behaviour are<br />
funny and even expected from boys.”<br />
http://www.achilleseffect.com/2011/01/boys%E2%80%99-clothing-part-<br />
2%E2%80%94the-brat/<br />
29
WHAT ARE THE IMPACTS?<br />
“It is important to analyse cultural representations of gender roles, sexuality and<br />
relationships and ask what specific values are being promoted and if these are<br />
having a negative impact on child development. Key questions include the impact<br />
on children... of stereotyped images of passivity and sexual objectification... the<br />
long term impacts of early exposure to adult sexual themes and the ways in which<br />
cultural exposure impacts on parents' roles in protecting and educating children<br />
around sexuality in a developmentally appropriate way.”<br />
Newman, ‘The Psychological and Developmental Impact of Sexualisation on<br />
Children’. Quoted in ‘Getting Real’ Tankard Reist (2010)<br />
“When girls are dressed to resemble adult women … adults may project adult<br />
motives as well as an adult level of responsibility and agency on girls. Images of<br />
precocious sexuality in girls may serve to normalize abusive practices such as child<br />
abuse, child prostitution, and the sexual trafficking of children… the sexualisation of<br />
girls may also contribute to a market for sex with children through the cultivation of<br />
new desires and experiences.”<br />
American Psychological Association Taskforce on the Sexualisation of Girls reported<br />
in 2007:p 35<br />
“When we allow our young girls' childhood to be about being sexy, we take their<br />
attention away from developing their true sense of self and how they can affect the<br />
world and we put it on what others want them to be and what the world demands<br />
of them.”<br />
http://www.drrobynsilverman.com/body-image/tarty-toys-for-tots-a-pound-offlesh-too-much-or-much-ado-about-nothing/<br />
“It can be tempting to think that girls are taking the brunt, that boys have it easier.<br />
But in some ways the messages we are sending out to boys are just as limiting and<br />
restrictive: be macho, be strong, don't show your emotions. Hyper-sexualisation of<br />
femininity cannot exist without hypermasculinisation of males. They feed off and<br />
reinforce each other.”<br />
Dr Linda Papadopoulos, Sexualisation Review 2010<br />
30
WHAT WE C<strong>AN</strong> DO TO HELP?<br />
Parents/ carers have an important role to play with CYP. We have to be proactive in<br />
building their resilience to these messages by talking openly and building strong,<br />
open and trusting relationships with CYP, where they know we value and support<br />
them.<br />
Talk to your kids. Help CYP to understand that adverts and messages that link<br />
happiness and love with beauty are telling them a lie to sell products. Advertisers<br />
feed off insecurities and our need for acceptance by our peers to make us feel<br />
worse about ourselves so we will buy whatever products they tell us will make us<br />
happy and successful.<br />
Be real. Help CYP build strengths that will allow them to achieve their goals and<br />
develop into healthy adults. Remind your children that everyone is unique and that<br />
it's unhelpful to judge people solely by their gender, clothing and appearance.<br />
Keep telling your kids from a young age that they are loved for who they are and<br />
not how they look. Teach girls to value themselves for who they are, rather than<br />
how they look. Teach boys to value girls as friends, sisters, and girlfriends, rather<br />
than as sexual objects. Encourage both genders to develop, follow interests and get<br />
involved in a sport or other activity that emphasise talents, skills, and abilities over<br />
physical appearance.<br />
Sex and relationships education. Many parents are not that comfortable talking<br />
about sex and sexuality but it's important. It should be started when they are very<br />
young. Always tell them that you are pleased they ask questions but take time to<br />
find the answers if you need to. Tell them that you think sex is OK as part of a<br />
healthy, intimate, mature relationship and that the media, peers, and our culture<br />
has a big part to play in our sexual behaviors and decisions, how to make safe<br />
choices, and what makes healthy relationships.<br />
Tune in. Minimise their exposure to commercial media and be aware of the content<br />
of all they watch, including computer games. Watch TV and movies with your<br />
children. Read their magazines. Look at their web sites. Ask questions. "Why do you<br />
think there is so much pressure on girls to look a certain way?" "What do you like<br />
most about the girls you want to spend time with?" "Do these qualities matter<br />
more than how they look?" "What do you think of the different roles that are<br />
usually given to boys and girls?" "Do you think women and men are portrayed<br />
fairly?" Really listen to what your kids tell you.<br />
31
Speak up. If you don't like a TV show, CD, a music video, pair of jeans, or doll, say<br />
why. A conversation and explanation with children about the issue will be more<br />
effective than simply saying, "No, you can't buy it or watch it."<br />
Try to see it their way. Remember that young people can be under a lot of pressure<br />
to conform and fit in with their peers. They can have less space to make individual<br />
choices and find alternatives. Keep in mind that clothes are an important social<br />
code for young people and their group identity. You need to work alongside them<br />
to find compromises and reassure them that looks are not everything.<br />
Question choices. Girls who are focused on their appearance can find it difficult to<br />
concentrate on anything else. If your daughter wants to wear something you<br />
consider too sexy, ask what she likes about the outfit. Ask if there's anything she<br />
doesn't like about it. Find out why she wants to look a certain way. Rather than<br />
making judgments yourself, ask her to think about the way clothes can sexualise a<br />
person. Remember that looking different and reacting against adults may all be<br />
part of her growing up but you need to draw boundaries and talk these over with<br />
her.<br />
Role models. Fathers are important in the development of their daughter's self<br />
image, and their son's attitudes towards women. The way men treat and talk about<br />
women in the family and women in general is a powerful model for their children.<br />
You need to consider this and how it may impact on your kids. Talk about whom<br />
you admire and hold in high regard, not just because they are rich, thin or appear<br />
as a celebrity in magazines. This helps your child understand how people<br />
demonstrate real worth in the world.<br />
Spending power. Parents should not buy products that promote sexualisation.<br />
Think about the clothes you buy for your kids. Avoid anything that is "mini-adult"<br />
such as skimpy underwear or bras for pre teens.<br />
Get involved. However, even if you make a stand against this, there could still be<br />
pester power because "everyone else has one." If we all stand up and boycott the<br />
shops that continue to sell sexualised clothing for children, things could change.<br />
You could join lobbying and influence the government to stop the sale of such<br />
products in the UK. Support campaigns, companies, and products that promote<br />
positive images of girls. Complain to manufacturers, advertisers, television and<br />
movie producers, and retail stores when products sexualise girls<br />
32
FACT SHEET 2 – PORNIFICATION<br />
WHAT IS PORNIFCATION?<br />
“Pornification is the way in which the aesthetics and explicitness of pornography<br />
infiltrate mainstream culture.”<br />
‘Everyday Pornography’ by Karen Boyle, Routledge UK July 2010<br />
“Pornification, sometimes referred to as pornographication or 'raunch culture' is the<br />
increasing distribution and acceptance of pornography as well as the fragmenting<br />
and blurring of pornography and pornographic imagery into popular culture.<br />
Pornography and pornographic imagery are infiltrating popular music videos,<br />
outdoor advertising, fashion and art to name but a few. While pornographication is<br />
sometimes viewed as simply the increasing acceptance of sexual themes in media,<br />
it is actually the promotion of a particular model of sex which is harmful to<br />
women.”<br />
http://catwa.org.au/?q=pornography<br />
“The values of pornography, and its practices, extended outwards from magazines<br />
and movies to become the dominating values of fashion and beauty advertising,<br />
and the advertising of many other products and services.”<br />
Jeffreys, S. ‘Beauty and Misogyny: Harmful cultural practices in the West.’ New York:<br />
Routledge. 2005, p. 67<br />
WHY IS IT HAPPENING?<br />
“Hollywood makes approximately 400 films a year, while the porn industry now<br />
makes from 10,000 to 11,000. Seven hundred million porn videos or DVDs are<br />
rented each year. This is a mind-boggling figure. Pornography revenues, which can<br />
broadly be construed to include magazines, websites, cable, in-room hotel movies,<br />
and sex toys, total between 10 and 14 billion dollars annually. This figure as New<br />
York Times critic Frank Rich has noted, is not only bigger than movie revenues, it is<br />
bigger than professional football, basketball and baseball put together. With figures<br />
like these, Rich argues, pornography is no longer a ‘sideshow’ but ‘the main event’.”<br />
Linda Williams. ‘Porn Studies.’ Durham: Duke University Press, 2004. 12<br />
33
“The line between pop culture and porn culture is blurring, as the sexual themes,<br />
language and production techniques that have made porn a multibillion dollar<br />
industry are increasingly, and intentionally, cropping up in mainstream music,<br />
movies, TV and video games.”<br />
Kinnick, K. 2007. ‘Pushing the Envelope: The role of the mass media in the<br />
mainstreaming of pornography.’ In A. Hall & M. Bishop (eds). ‘Pop Porn:<br />
Pornography in American culture.’ Westport, CT: Praeger. 7-27.<br />
HOW IS IT HAPPENING?<br />
“A multibillion-dollar industry that produces more than 13,000 films a year in the<br />
United States alone, the porn business is embedded in a complex value chain,<br />
linking not just film producers and distributors, but also bankers, software<br />
producers, credit card companies, internet providers, cable companies, and hotel<br />
chains.”<br />
Gail Dines – http://www.guardian.co.uk/commentisfree/2011/jan/04/pornographybig-business-influence-culture<br />
“Teenagers have always been, and will always be interested in sex. It is a natural<br />
curiosity associated with growing up. I am sure all of us have tales of sneaking a<br />
peek at an adult movie or magazine, or taking more than a passing interest in a<br />
mainstream movie sex scene when we were growing up. However somewhere<br />
along the line highly sexualised images and concepts ceased being confined to<br />
brown paper bags, mail order videos, or adult theatres, and broke out into<br />
mainstream culture.”<br />
http://understandingteenagers.com.au/blog/2010/09/the-pornification-ofgeneration-z/<br />
“Any time there's a new communication or entertainment technology that comes<br />
out, we want to be the very first, if possible, to make our content available.”<br />
Quentin Boyer, a spokesman for adult entertainment company Pink Visual.<br />
http://www.technewsdaily.com/technology-pornography-online-sex-1422/<br />
34
WHAT ARE THE IMPACTS?<br />
“Through the 'mainstreaming of pornography' or 'pornification,' pornographic<br />
imagery and even pornography itself are gaining legitimacy and a degree of<br />
glamour and cultural chic. As pornography continues to become more prominent<br />
and pornographic imagery becomes more 'mainstreamed' we become accustomed<br />
to living in a pornified world in which it is acceptable that women and girls can be<br />
bought and sold.”<br />
http://catwa.org.au/?q=pornography<br />
“In invading the sex lives of an entire generation, in shaping sexual tastes, norms<br />
and desires, porn has the power to allow the agenda of consumer culture into the<br />
essence of what makes us human. Sex, previously the very crucible of human<br />
connection, is contaminated by the atomised perspective of the consumer. Thus its<br />
importance as a means of exchange, or of communication, is trumped by the<br />
importance of conforming, in bed, to physical and behavioural convention.”<br />
http://www.iol.co.za/scitech/technology/internet/xxx-visions-of-our-online-future-<br />
1.1051636<br />
“Porn stars have become celebrities and young girls in particular are encouraged to<br />
think that there is something wrong with them if they do not engage in sexual<br />
activity. Likewise, boys are given the impression that girls exist for their<br />
satisfaction.”<br />
Family Court Chief Justice Alistair Nicholson. ‘Freedom of speech has limits when<br />
it's about exploiting children.’ The Age. 4th August. 2009, p. 9.<br />
35
HOW C<strong>AN</strong> WE HELP?<br />
It can seem overwhelming to tackle this on your own but small steps can make a<br />
huge difference. If we all changed one thing this could amount to a big movement.<br />
Here are just a few ideas to get you started:<br />
Ask your local DVD store to move the 'adult only' section away from the children's,<br />
family and comedy sections. Surprisingly, this is not an uncommon arrangement.<br />
Ask your supermarket to stop displaying sexualised magazines such as Nuts, Zoo<br />
and FHM where children are easily exposed. There are guidelines in place for shops<br />
and retailers on how they should display such soft porn but they are rarely<br />
enforced. Use your power to remind them of what they should do. Also, ask your<br />
newsagent to stop displaying advertising for these magazines in their windows.<br />
Contact television channels if you are unhappy with any adverts or programme<br />
content. It doesn't take a huge number of complaints to trigger an investigation so<br />
make your voice and concerns heard. If you don't want your children exposed to<br />
certain content explain to them why you want them to switch the TV off.<br />
Don't buy! If there are certain toys or dolls that you don't want your children to<br />
receive as presents, tell your friends. Many parents are starting to say no to Bratz<br />
dolls, no to makeup parties for young girls, and no to logo T-shirts such as 'I'm too<br />
sexy for my t-shirt'.<br />
Some parents are concerned that their children's dance class routines are<br />
emulating the sexualised moves of music video clips. Talk to the dance school if this<br />
is a problem.<br />
Get together with a group of like-minded people who are concerned, and discuss<br />
ways you could make a difference. It only takes one to start.<br />
Speak to your local MSP to see if these issues are on their agenda. It will help bring<br />
about change if elected representatives are made aware of concerns.<br />
Join groups that lobby and campaign on these issues - such as www.object.co.uk or<br />
The Scottish Coalition Against Sexual Exploitation –<br />
https://www.facebook.com/pages/Scottish-Coalition-Against-Sexual-<br />
Exploitation/175173580913?sk=info<br />
36
FACT SHEET 3 – SEXTING<br />
WHAT IS SEXTING?<br />
Sexting is sending sexually explicit messages via mobile phone, email, web chat,<br />
social networking sites, Bluetooth or instant messenger. To put it simply Sexting =<br />
sex + texting.<br />
Sexually explicit would include naked images, pictures of genitals, masturbation,<br />
and ejaculation. Images most commonly being shared include BYM exposing or<br />
flashing their genitals as well as masturbating or ejaculating. GYW share images of<br />
themselves undressing or naked, exposing or flashing their genitals as well as<br />
masturbating. All of these types of acts could be considered pornographic.<br />
What is concerning about the activity is its rapidly increasing popularity and it not<br />
merely an extension of 'I'll show you mine if you show me yours' behaviour. Explicit<br />
images are also often taken when the victim was not in a position to make a good<br />
decision, such as at a party where large amounts of alcohol have been consumed or<br />
when consent was not given to the sex being filmed and shared.<br />
WHY IS IT HAPPENING?<br />
Technology has advanced and mobile phones now have the capability to record and<br />
send photos and video. With the ease of this, sending suggestive and explicit<br />
messages and pictures has increased, especially among teens. (Pew Research<br />
Center's Internet & American Life Project 2009 –<br />
http://pewresearch.org/pubs/1093/generations-online) The availability of the<br />
means to do this has been accompanied by the pressure and expectations that CYP<br />
should adopt adult behaviours and they are using these images as part of selfpromotion<br />
and branding online.<br />
There are also expectations on YM to have images of girlfriends and partners and<br />
they are asking for these to be provided. This entitlement needs to be challenged<br />
and YM need to know that it is not acceptable to use these images in any way to<br />
blackmail, humiliate or embarrass. In addition possession and distribution of the<br />
images may constitute an offence even if the YW has ‘willingly’ provided them.<br />
37
HOW IS IT HAPPENING?<br />
It is becoming increasing common for young people to take and share sexually<br />
explicit images. It is difficult to give exact numbers but different surveys suggest<br />
around one third of young people are doing this. 70% of 11-18 year olds surveyed<br />
were found to have known the sender of the sexually explicit message personally.<br />
23% of messages were found to have come from a current partner, 45% from<br />
friends and 2% from adults. (MTV / AP Study ‘Thin Line’ –<br />
http://www.athinline.org/about#research)<br />
WHAT ARE THE IMPACTS?<br />
CYP are often unaware of the actual and potential consequences of their actions.<br />
Once in cyberspace these images can never be erased and can be transmitted<br />
around the world in a very short space of time. Again possession and distribution<br />
may constitute an offence, depending on the nature of the images.<br />
WHAT C<strong>AN</strong> BE DONE?<br />
Parents must be prepared to discuss this issue with their children prior to<br />
secondary school as these behaviours are regularly seen at S1 and S2 level. It is<br />
imperative that protective adults embrace technology for the valuable tool that it is<br />
and engage with children in cyberspace as well as in the real world. CYP need the<br />
opportunity to gain knowledge and skills to safely navigate cyberspace, to identify<br />
risks and take appropriate steps to keep themselves safe.<br />
.<br />
Key messages to get across to young people:<br />
Don't assume anything you send or post is going to remain private.<br />
There is no changing your mind in cyberspace – anything you send or post will<br />
never truly go away.<br />
. Don't give in to the pressure to do something that makes you uncomfortable,<br />
even in cyberspace.<br />
Consider the recipient's reaction.<br />
Nothing is truly anonymous.<br />
38
Warn your children about the consequences of sexting.<br />
It is important to remind your children of the dangers of sexting, including the legal<br />
implications and the dangers of sexual predators.<br />
Remind children to think before they act.<br />
Often children do not consider the full implications of sexting. Make sure to fully<br />
educate them so they know exactly what the dangers are. Hopefully they will then<br />
be less likely to do something they will later regret.<br />
Tell children that sending or possessing child pornography is illegal.<br />
Tell your child that it is illegal to possess or distribute naked photos of anyone who<br />
is under-age, and that the penalties for breaking these laws are severe.<br />
Warn them about sexual predators.<br />
Remind your children how easy it is for photos to fall in to the wrong hands, and<br />
warn them that once a photo is online they will be unable to track it and it might<br />
be there forever.<br />
Warn them never to ask another person for an image.<br />
You need to talk with your CYP about the potential consequences for them and<br />
others of taking, sending or distributing sexual images. They should not put any<br />
pressure, emotional blackmail or threats on another person to send images and<br />
they should not be any part of a chain where this is happening. They need to be<br />
aware that this is illegal if anyone involved is under the age of 18.<br />
Talk about why people humiliate, blackmail or bully others through images.<br />
It seems that the potential of new technology has added another way in which<br />
young people can achieve status with their peers. The sharing of images has been<br />
linked to young people, usually young men, vying for power within their peer group<br />
and using others, usually young women's images as the means to do that. We need<br />
to talk with our CYP as to why it is unacceptable to be part of any humiliation,<br />
bullying or blackmailing.<br />
39
Parents should learn how to use and monitor their children's mobile phones.<br />
Familiarise yourself with your child's mobile phone and keep an eye on its usage<br />
and content, and get to know what it is and is not capable of doing.<br />
Parents should check photo galleries on their children's Facebook and MySpace<br />
accounts.<br />
Shoulder-surf when your children are online, and take a look around their social<br />
networking pages. Take the plunge and make your own account, get to know the<br />
sites, and make sure to keep up with your children's activities when online. Make<br />
sure to keep an eye on their page to ensure they don't willingly or otherwise post<br />
up information or photos that they may regret.<br />
Give your children clear rules on what they can and can't do with their mobile<br />
phone.<br />
Establish a firm set of rules of what your child can and cannot do with their mobile<br />
phones including consequences if they break the rules.<br />
This was abbreviated from a full fact sheet at: www.community.nsw.gov.au.<br />
40
FACT SHEET 4 – <strong>PARENTS</strong> <strong>AN</strong>D THE INTERNET<br />
It is important to acknowledge that CYP will either be shown or access<br />
pornographic material online or via mobile phones / game consoles. Parents/ carers<br />
need to reinforce the message that pornography isn't sex education and is not<br />
suitable for anyone under the age of 18. They should be referred to honest and<br />
comprehensive sex education materials suitable for their age and stage of<br />
development. (See the useful links section for some ideas.)<br />
Talk with your teens about what they can and cannot do online.<br />
Be reasonable and set reasonable expectations. Try to understand their needs,<br />
interests, and curiosity. Remember what it was like when you were their age.<br />
Be open with your teens and encourage them to come to you if they encounter a<br />
problem online. If they tell you about someone or something they encountered<br />
your first response should not be to blame them or take away their Internet<br />
privileges. Work with them to help avoid problems in the future, and remember –<br />
you response will determine whether they confide you the next time they<br />
encounter a problem.<br />
Learn everything you can about the Internet. Ask your teens to show you what's<br />
cool. Have them show you great places for teens and fill you in on areas that you<br />
might benefit from as well. Make "surfing the net" a family experience. Use it to<br />
plan a vacation, pick out a movie, or check out other family activities. Make this one<br />
area where you get to be the student and your child gets to be the teacher.<br />
Check out blocking, filtering and ratings' applications. As you may know, there are<br />
now services that rate web sites for content as well as filtering programs and<br />
browsers that empower parents to block the types of sites they consider to be<br />
inappropriate. These programs work in different ways. Some block sites known to<br />
contain objectionable material. Some prevent users from entering certain types of<br />
information such as their name and address. Other programs keep your children<br />
away from chatrooms or restrict their ability to send or read e-mail.<br />
41
Whether or not it is appropriate to use one of these programs is a personal<br />
decision. If you do use such a program, you'll probably need to explain to your teen<br />
why you feel it is necessary. You should also be careful to choose a program with<br />
criteria that reflects your family's values. Be sure to configure it so that it doesn't<br />
block sites that you want your teen to be able to visit.<br />
It is important to realise that filtering programs cannot protect your child from all<br />
dangers in cyberspace. To begin with no program can possibly block out every<br />
inappropriate site. What's more it is possible, in some cases, for the programs to<br />
block sites that are appropriate. If you use a filtering program, you should reevaluate<br />
it periodically to make sure it's working for your family.<br />
Regardless of whether you use a filtering program you should still be sure that your<br />
teen follows all of the basic rules listed in this brochure. Filtering programs are not<br />
a substitute for good judgment or critical thinking. With or without filters, children<br />
and their parents need to be ‘net savvy’ and communicate with each other.<br />
42
FACT SHEET 5 – SEXUAL EXPLOITATION<br />
WHAT IS SEXUAL EXPLOITATION?<br />
The sexual exploitation of children and young people under 18 is a form of child<br />
sexual abuse. The term sexual exploitation takes account of the new ways that CYP<br />
are groomed and tricked into sex.<br />
Sexual exploitation can take many forms from the seemingly 'consensual'<br />
relationship where sex is exchanged for attention, affection, accommodation or<br />
gifts, to serious organised crime and child trafficking. What marks out exploitation<br />
is an imbalance of power within the relationship. The predator always holds some<br />
kind of power over the victim, increasing the dependence of the victim as the<br />
exploitative relationship develops<br />
Sexual exploitation is often linked to other issues in the life of a child or young<br />
person, or in the wider community context. It should not be regarded as an isolated<br />
issue. Sexual exploitation has links to other types of crime such as:<br />
child trafficking (into, out of and within the UK)<br />
domestic abuse<br />
sexual violence in intimate relationships<br />
grooming (both online and offline)<br />
abusive images of children and their distribution<br />
organised sexual abuse of children<br />
drugs-related offences (dealing, consuming and cultivating)<br />
.<br />
gang-related activity<br />
immigration-related offences<br />
domestic servitude.<br />
‘Working Together to Safeguard Children’ says "Sexual abuse involves forcing or<br />
enticing a child or young person to take part in sexual activities, including<br />
prostitution, whether or not the child is aware of what is happening. The activities<br />
may involve physical contact, including penetrative (e.g. rape, buggery or oral sex)<br />
or non-penetrative acts. They may include non-contact activities, such as involving<br />
children in looking at, or in the production of, sexual online images, watching sexual<br />
activities or encouraging children to behave in sexually inappropriate ways."<br />
http://www.workingtogetheronline.co.uk/<br />
43
WHAT IS VULNERABILITY?<br />
Any child or young person may be at risk of sexual exploitation, regardless of their<br />
family background or other circumstances. This includes boys and young men but it<br />
happens much more often with girls and young women. Some groups are<br />
particularly vulnerable and these include CYP:<br />
who have a history of running away or going missing<br />
with special needs<br />
in and leaving residential and foster care<br />
..<br />
migrant children<br />
unaccompanied asylum seeking children<br />
who have disengaged from education<br />
who have experienced previous forms of abuse<br />
who are abusing drugs and alcohol<br />
those involved in gangs.<br />
It also links to other factors likely to affect CYP including:<br />
drug and alcohol misuse<br />
early or precocious puberty<br />
sexual health<br />
sexually risky behaviour<br />
bullying<br />
domestic servitude, neglect and violence<br />
teenage pregnancy<br />
long-term sexual, physical and psychological harm<br />
forced marriage<br />
self-harm and suicide.<br />
..<br />
It can be related to other factors in the lives of children and young people:<br />
mental health issues<br />
non-attendance at school and school phobia<br />
learning disabilities<br />
being in residential and foster care<br />
forced isolation from community and family<br />
immigration status.<br />
44
HOW IS IT HAPPENING?<br />
Sexual exploitation of children and young people can be difficult to identify, but as<br />
we gain more understanding of grooming and other methods of sexual exploitation,<br />
we are better able to identify the risk and pull factors. We need to take a proactive<br />
and coordinated approach to this type of abuse.<br />
Sexual exploitation involves varying degrees of coercion, intimidation or enticement,<br />
including unwanted pressure from their peers to have sex, sexual bullying (including<br />
cyber bullying), and grooming for sexual activity. Technology can also play a part in<br />
sexual abuse, for example, through its use to record abuse and share it with other<br />
like-minded individuals or as a medium to access children and young people in order<br />
to groom them. A common factor in all cases is the lack of free economic or moral<br />
choice.<br />
Predators use sophisticated tactics and will target areas where CYP are without<br />
much adult supervision, such as shopping centres, cafes, takeaways, pubs, sports<br />
centres, cinemas, bus or train stations, local parks, playgrounds and taxi ranks, or<br />
websites with lots of CYP. The process of grooming may also be visible in venues<br />
such as pubs and clubs. In some cases predators will use CYP to groom others,<br />
usually younger, into exploitation and abuse.<br />
Sexual exploitation is not a new phenomenon and has been identified throughout<br />
the UK, in both rural and urban areas, and in all parts of the world. There is no<br />
reason to think that it would not be happening in Scotland and we know that all<br />
police forces have dealt with cases in their area but data collected by individual<br />
forces has not been centrally collated to date.<br />
45
WHAT ARE THE IMPACTS?<br />
Sexual exploitation can have a serious impact on the life of children and young<br />
people and can result in children and young people suffering harm and significant<br />
damage to their physical and mental health.<br />
It can lead to difficulties in forming relationships with others, a lack of confidence or<br />
self-esteem and can affect their mental and physical health. Sexual exploitation can<br />
create feelings of worthlessness within children and young people, which can lead<br />
to acts of self-harm, including cutting themselves, overdosing and eating disorders.<br />
It can put the young person at increased risk of sexually transmitted infections<br />
including HIV, unwanted pregnancy and abortion, as well as long-term sexual and<br />
reproductive health problems.<br />
Many adults involved in prostitution report difficult childhood histories that include<br />
domestic abuse, familial child abuse, neglect, emotional abuse, time spent in care,<br />
disrupted schooling and low educational attainment. Many were also coerced into<br />
sexual exploitation as CYP.<br />
Other long lasting impacts can be made worse if abusive images have been posted<br />
on or shared online. Very often, there is little hope of getting them removed.<br />
Survivors of abuse and exploitation talk of feeling no control over who can access<br />
them and this leads to further distress and trauma.<br />
Sexual exploitation can have damaging consequences for parents and carers,<br />
siblings and extended family members. It can impact on their health, work life,<br />
family relationships, finances and social life. Parents and families can be distraught,<br />
traumatised and under severe stress. They feel helpless and guilty for not being<br />
able to protect their children from sexual predators and can be the victim of serious<br />
threats of violence, intimidation and assault from predators.<br />
The stress of dealing with such difficult situations can lead to despair with parents /<br />
carers time and energy taken up with dealing with the exploited CYP, limiting their<br />
availability to support other children in the family. One child within a family being<br />
sexually exploited can make other children vulnerable to exploitation as well.<br />
Siblings can feel isolated and face bullying, with their self-esteem, confidence and<br />
schoolwork affected.<br />
46
FACT SHEET 6 – GROOMING<br />
WHAT IS GROOMING?<br />
‘Grooming’ is the behaviours used by predators to target and prepare CYP for sexual<br />
abuse and sexual exploitation. One of the problems for professionals and parents is<br />
that the signs that a person is grooming a child may be subtle and difficult to<br />
recognise. Initially a CYP may not recognise they are being groomed and may see<br />
these relationships as positive.<br />
The Home Office has defined grooming as: 'A course of conduct enacted by a<br />
suspected predator which would give a reasonable person cause for concern that<br />
any meeting with a child arising from the conduct would be for unlawful purposes.’<br />
Grooming is a process adopted by a predator that is normally very subtle, drawn<br />
out, calculated, controlling and premeditated. In online grooming however the<br />
process can be much more rapid. It is the subtlety of the grooming process that<br />
enables abuse to go undetected. What is vital to the predator is access to children<br />
and the opportunity to build relationships with them in real life or online so as to<br />
isolate and abuse them.<br />
Predators use sophisticated tactics and will target areas where CYP are without<br />
much adult supervision, such as shopping centres, cafes, takeaways, pubs, sports<br />
centres, cinemas, bus or train stations, local parks, playgrounds and taxi ranks, or<br />
websites. There is also grooming in adult venues such as pubs and clubs. In some<br />
cases predators will use CYP they have exploited to get access to their friends,<br />
siblings and family.<br />
47
HOW IS IT HAPPENING?<br />
Grooming can happen in a number of different ways and with growing access to the<br />
Internet these new opportunities to act with complete anonymity or under a false<br />
identity are used by predators to make contact with CYP for sexual purposes. The<br />
Internet Crime Forum estimates that at least 20% of 16-25 year olds have been<br />
approached by someone trying to get them to talk about sex, send pictures or do<br />
something they were uncomfortable with via web-cams.<br />
Young men can be groomed by predators who bring them to cafes / bars / arcades,<br />
etc. BYM are vulnerable to getting involved in petty crime as well such as shop<br />
lifting or car theft and are likely to be drinking, smoking and taking drugs.<br />
WHAT ARE THE IMPACTS?<br />
CYP who have been groomed become so identified with the predator that they can<br />
find it hard to think of them in a negative way. The very process of being groomed<br />
breaks down boundaries and CYP become confused by the relationship. They may<br />
not even recognise or admit that they have been harmed or exploited. Even though<br />
their choices were limited and they were under huge amounts of pressure, they can<br />
believe that they did this voluntarily without seeing that they were being used. It<br />
can take a long time for CYP to see these relationships in their true light.<br />
WHAT C<strong>AN</strong> BE DONE?<br />
We need to make sure that CYP and families who have been exploited receive the<br />
right kind of support. They are victims and any young person under the age of 18<br />
should be referred for specialist support and interventions.<br />
We need to ensure that anyone who is involved in child sexual exploitation is held<br />
responsible for his or her actions.<br />
We need preventative work not only to inform CYP about healthy relationships,<br />
respect and justice but also talk to them about how not to be involved in the<br />
exploitation of others, now and in the future.<br />
48
FACT SHEET 7 – THE RIGHTS OF CHILDREN <strong>AN</strong>D YOUNG PEOPLE<br />
Children and young people are entitled to be safeguarded from sexual exploitation,<br />
just as agencies have duties in respect of safeguarding and promoting their welfare.<br />
The UK Government is a signatory to the Council of Europe Convention on the<br />
Protection of Children against Sexual Exploitation and Sexual Abuse, the United<br />
Nations Convention on the Rights of the Child and has ratified the Optional Protocol<br />
to the Convention on the Rights of the Child on the sale of children, child<br />
prostitution and child pornography. The UK Parliament introduced laws relating to<br />
sexual exploitation in the Sexual Offences Act 2003.<br />
This legislation is not intended to over-regulate the behaviour of children and<br />
young people. Nor, by the same token, is this guidance aimed at controlling young<br />
people. Young people's sexual behaviour is primarily a matter for them, guided and<br />
informed by parents and carers and by information from a variety of sources.<br />
However, because young people can be abused through exploitative and harmful<br />
sexual behaviour, there are some key principles which services and others should<br />
follow to proceed in the best interests of the child and to safeguard and promote<br />
the welfare of children and young people more generally.<br />
‘Children and Families: Safer from Sexual Crime’, Home Office leaflet available from<br />
http://www.homeoffice.gov.uk/documents/children-safer-fr-sex-crime<br />
49
FACT SHEET 8 – TEXT SPEAK<br />
We know that with the advent of mobile phones, texting and instant messaging,<br />
CYP have grown up with a whole set of text vocabulary that adults can find it hard<br />
to understand with it seeming like a whole other language. The abbreviations they<br />
use change on a regular basis but it is important to at least know some of them. We<br />
don't present the exhaustive list here but they might give you some confidence in<br />
text speak.<br />
8 – Oral sex<br />
1337 – Elite -or- leet -or- L337<br />
143 – I love you<br />
182 – I hate you<br />
1174 – Nude club<br />
420 – Marijuana<br />
459 – I love you<br />
ADR – Address<br />
AEAP – As Early As Possible<br />
ALAP – As Late As Possible<br />
ASL – Age, sex, location?<br />
ABT2 – About to<br />
AFAIC – As far as I'm concerned<br />
AFAIK – As far as I know<br />
ALOL – Actually laughing out loud<br />
AML – All my love<br />
ASLMH – Age, sex, location, music, hobbies?<br />
ATST – At the same time<br />
AWOL – Absent without leave<br />
AYK – As you know<br />
AYSOS – Are you stupid or something<br />
AYTMTB – And you're telling me this because?<br />
B4 – Before<br />
B4N – Bye for now<br />
B4YKI – Before You Know It<br />
BBT – Be back tomorrow<br />
BRB – Be right back<br />
BTW – By the way<br />
BW – Best wishes<br />
50
51<br />
BYKT – But you knew that<br />
C-P – Sleepy<br />
CWYL – Chat With You Later<br />
CYT – See You Tomorrow<br />
CID – Consider it done<br />
CSL – Can't stop laughing<br />
CYL – See you later<br />
CYT – See you tomorrow<br />
CYT – See You Tomorrow<br />
DIAF – Die In A Fire<br />
DOC – Drug Of Choice<br />
E123 – Easy as One, Two, Three<br />
EM – Excuse Me<br />
EOD – End Of Day -or- End Of Discussion<br />
FAH – F***ing A Hot<br />
FB – F*** Buddy<br />
FOAF – Friend Of A Friend<br />
F2F – Face-to-Face<br />
GNOC – Get Naked On Cam<br />
GYPO – Get Your Pants Off<br />
GLBT – Gay, Lesbian, Bisexual, Transgender<br />
HAK – Hugs And Kisses<br />
HBU – How Bout You?<br />
HUYA – Head Up Your Ass<br />
HAK – Hugs And Kisses<br />
HUYA – Head Up Your Ass<br />
I&I – Intercourse & Inebriation<br />
IDGI – I Don't Get It -or- I Don't Get Involved<br />
IMEZRU – I Am Easy, Are You?<br />
IMNSHO – In My Not So Humble Opinion<br />
ILU – I Love You<br />
IWSN – I Want Sex Now<br />
J/O – Jerking Off<br />
J/C – Just Checking<br />
kitty – code word for vagina<br />
KOTL – Kiss On The Lips<br />
KFY or K4Y – Kiss For You<br />
KPC – Keeping Parents Clueless<br />
L8R – Later<br />
LD – Long Distance or Later Dude<br />
LMK – Let Me Know
52<br />
LMIRL – Let's Meet In Real Life<br />
MOOS – Member Of The Opposite Sex<br />
MOSS – Member(s) Of The Same Sex<br />
MorF – Male or Female<br />
MOS – Mom Over Shoulder<br />
MPFB – My Personal F*** Buddy<br />
NALOPKT – Not A Lot Of People Know That<br />
N-A-Y-L – In A While<br />
NAZ – Name, Address, zip / postcode<br />
NIFOC – Nude In Front Of The Computer<br />
NMU – Not Much, You?<br />
NM – Never Mind or Nothing Much or Nice Move<br />
OLL – OnLine Love<br />
OMW – On My Way<br />
OTP – On The Phone<br />
P911 – Parent Alert<br />
PAL – Parents Are Listening<br />
PAW – Parents Are Watching<br />
PIR – Parent In Room<br />
POS – Parent Over Shoulder -or- Piece Of Sh**<br />
pron – porn<br />
Q2C – Quick To Cum<br />
QT – Cutie<br />
RN – Right Now<br />
ROTFL – Rolling On The Floor Laughing<br />
RU – Are You?<br />
RU/18 – Are You Over 18?<br />
RUMORF – Are You Male OR Female?<br />
RUH – Are You Horny?<br />
S2R – Send To Receive<br />
SorG – Straight or Gay<br />
SITD – Still In The Dark<br />
SMEM – Send Me E-Mail<br />
SMIM – Send Me an instant message<br />
SO – Significant Other<br />
SOHF – Sense Of Humor Failure<br />
SWDYT – So What Do You Think?<br />
TOM – Tomorrow<br />
TS – Tough Sh** or Totally Stinks
H<br />
ACKNOWLEDGEMENTS<br />
The Women's Support Project and Zero Tolerance VAW Prevention Network would<br />
like to acknowledge the considerable assistance we received from a number of<br />
people, whose knowledge, experience and advice have informed this DVD and<br />
resource pack. In particular thanks are offered to:<br />
The young people (Emma, Claire, Kayleigh, Will, Rosa, Alison, Laurence and Colin)<br />
who gave their time to tell us their experiences and views of pornified culture.<br />
The young people who have been exploited and whose stories were featured.<br />
Detective Chief Inspector Gordon Dawson Central Scotland Police<br />
Linda Thompson, Challenging Demand Development Officer, Women's<br />
Support Project<br />
Thanks to the following organisations for funding contributions:<br />
Awards for All<br />
Scottish Community Foundation<br />
.<br />
Scottish Government Violence Against Women Fund<br />
Women's Support Project<br />
Zero Tolerance Charitable Trust<br />
Thanks to the steering group whose valuable knowledge and experience helped<br />
keep us on the right path:<br />
Andrea Beavon, VAW & Domestic Abuse Coordinator, Scottish Borders Council<br />
.<br />
Fiona Whitehouse, Aberdeen Cyrenians<br />
Gail Cook, Domestic Abuse Policy Coordinator, Falkirk and Clackmannanshire<br />
Grace McVey, Women's Support Officer, West Dunbartonshire Criminal Justice<br />
Partnership<br />
Karen Laing, Counsellor, CARA Project, West Dunbartonshire VAW Partnership<br />
. .<br />
Karen Macmillan, Coordinator, Perth & Kinross Violence Against Women<br />
Partnership<br />
Kathryn Sharp, Violence Against Women Partnership Co-ordinator, Dundee<br />
Linda Thompson, Women's Support Project<br />
Laura Tomson & Diane Prayle, Zero Tolerance Charitable Trust<br />
Sandy Sneddon, Safeguarding Coordinator, Aberlour, Stirling<br />
Sharon Sale, Violence Against Women Coordinator Inverclyde Council<br />
Claire McCulloch, Glasgow Community Safety Services<br />
53
Support with filming –<br />
Setting up interviewees, supporting interviewees and finding locations:<br />
Peek Project, Glasgow<br />
Glasgow Women's Library<br />
.<br />
Café Sejuiced, WASPs Glasgow<br />
Central Scotland Police – Grangemouth<br />
..<br />
Matinee Idol Studios<br />
Production –<br />
Media Co-op and colleagues for their patience, professionalism and commitment<br />
to seeing this resource through from beginning to end<br />
Jan Nimmo for graphics<br />
Brian Houston at Createpod for design<br />
Music –<br />
Julian Pombo<br />
Julian Pombo composed the instrumental music for the DVD. He is a 16-year-old<br />
flautist and composer currently studying at the Royal Scottish Academy of Music<br />
and Drama – Junior Academy in Glasgow. He is also a student at Douglas Academy<br />
School of Music in Milngavie. In 2010 Julian became Young Instrumentalist of the<br />
Year in Dumfries and Galloway and was also joint winner of the Strictly Composing<br />
Tango Competition; his tango "Amor Joven" was recorded by international violinist<br />
Sian Philipps, pianist Sophia Rahman and cellist Sebastian Millett. He wanted to be<br />
involved in this project as he feels strongly about issues affecting young people,<br />
human rights and equality.<br />
Jucilino Levis Albano Dos Santos<br />
Levis is currently studying film at The University of the West of Scotland but is best<br />
known in Scotland as a hip hop music producer. After discovering his passion for hip<br />
hop at an early age he made his first music recordings at Northern Rock Festival<br />
Group at the age of 14. He has performed support slots for established artists such<br />
as Ms Dynamite, Lisa Scott Lee, So Solid Crew and Roll Deep. He is a founder<br />
member of Glaswegian hip-hop groups including Straight Up Soldiers, the Black<br />
Pantherz and Damage Squad who eventually merged and became Fugees United.<br />
He believes in the power and potential of music to tackle social issues, raise<br />
awareness of human rights and challenge inequality. He wanted to become involved<br />
in this project, as he wanted to be part of putting a positive message across to<br />
young people.<br />
54
I<br />
ABOUT THE PEOPLE IN THE DVD<br />
PEEK Project<br />
http://www.peekproject.org.uk/index.php<br />
Claire, Emma and Kayleigh film are volunteers with the PEEK Project in the East end<br />
of Glasgow. They are interested in the issues raised in the film and want to become<br />
peer educators in their local communities.<br />
PEEK was established in October 2000 in response to local people's calls for<br />
provision for their local children and young people. They have extensive experience<br />
of consulting with local children and young people and use this to develop<br />
programs of work.<br />
Café group<br />
Rosa, Alison, Colin, Laurence and Will volunteered to take part in the DVD. Rosa<br />
and Alison were involved in a project looking at the content of popular magazines<br />
and from this wanted to take part in the DVD. Will and Laurence were interested in<br />
the project, as they are media students. Colin is interested in and active around<br />
equality issues. The young people took part in a discussion with some prompt<br />
questions used, similar to the ones found in section D option 4.<br />
Detective Chief Inspector Gordon Dawson<br />
Chief Inspector Dawson has been with Central Scotland Police for over 25 years and<br />
spent most of his service in the CID working in the investigation of drugs and<br />
serious crime. He is married with two daughters and is a graduate of the Open<br />
University with a Bachelor of Laws.<br />
Linda Thompson<br />
Linda Thompson was a young person's sexual health and drugs worker in Northern<br />
Ireland and managed multi-disciplinary teams in developing and delivering<br />
education programmes along with youth sexual health services. She worked on a<br />
transnational basis developing shared ways of engaging with young people from<br />
disadvantaged areas. She worked in the sexual health and HIV fields for many<br />
years. She is currently a Development Officer with the Women's Support Project<br />
and raises awareness of issues around commercial sexual exploitation as a form of<br />
violence against women. She also spends time scouring the Internet and keeping<br />
up to date with the impact the normalisation of sexual exploitation has on our<br />
mainstream culture.<br />
55
J<br />
ABOUT THE ORG<strong>AN</strong>ISATIONS<br />
WOMEN'S SUPPORT PROJECT<br />
The Women's Support Project is a feminist voluntary organisation, recognised as a<br />
Scottish Charity. The Project works to raise awareness of the extent, causes and<br />
effect of male violence against women, and for improved services for those affected<br />
by violence. The Project addresses a broad range of issues and prioritises the<br />
following areas: support for women whose children have been sexually abused or<br />
exploited, child sexual abuse and incest, prostitution and other forms of commercial<br />
sexual exploitation.<br />
Key themes have been highlighting the links between different forms of male<br />
violence and promoting interagency responses to the abuse of women and<br />
children.<br />
Main areas of work are: support for women whose children have been sexually<br />
abused or exploited, access to resources, including self help materials, training, and<br />
public education.<br />
The aims of the 'Challenging Demand' work are to reduce the exploitation and<br />
abuse of women through commercial sexual exploitation, and improve service<br />
responses to women affected.<br />
. ..<br />
This will be supported through:<br />
increasing awareness of the definitions, cause, extent and impact of commercial<br />
sexual exploitation<br />
broadening understanding of the spectrum of gender based violence against<br />
women, to include commercial sexual exploitation<br />
building capacity to address commercial sexual exploitation. This will include the<br />
development of educational tools and materials, and 'training for trainers'<br />
increasing opportunities for networking, information sharing and promoting<br />
good practice around work on commercial sexual exploitation through<br />
organisation of events, forums, and seminars<br />
increasing opportunities for individuals to contribute to discussion and<br />
campaigning.<br />
56
ZERO TOLER<strong>AN</strong>CE<br />
Zero Tolerance Charitable Trust is inspired by a vision of the world without men's<br />
violence against women and children.<br />
The Trust adopts a primary prevention approach to challenging society's attitudes<br />
and values and the structures that sustain inequality and men's violence against<br />
women and children. It works with others to develop and promote practical<br />
measures, which bring about social and cultural change to eradicate gender-based<br />
violence.<br />
Zero Tolerance coordinates the VAW Prevention Network, the national violence<br />
against women prevention network for Scotland, which is funded by the Scottish<br />
Government. The network has over 170 members who are professionals and<br />
activists working through Scotland.<br />
The network and its members adopt a gender-based analysis in which all forms of<br />
violence against women are identified as a cause and consequence of broader<br />
gender inequality.<br />
The network is founded in the belief that violence against women is not inevitable<br />
and that there is much we can do to overcome gender inequalities to:<br />
reduce tolerance of violence against women<br />
.<br />
challenge and change the attitudes which enable it to happen<br />
celebrate difference<br />
promote relationships based on equality and respect.<br />
The network aims to contribute to preventing all forms of violence against women<br />
in Scotland by building capacity amongst our members.<br />
57
K<br />
READING, LINKS <strong>AN</strong>D <strong>RESOURCE</strong>S<br />
A. SEXUALISATION / PORNIFICATION SUGGESTED READING<br />
Getting Real: Challenging the Sexualisation of Girls<br />
Melinda Tankard Reist (ed.)<br />
http://www.spinifexpress.com.au/Bookstore/author/id=36/<br />
Some Body to Love: A Guide to Loving the Body You Have<br />
Chicago: Newman, Leslea. Third Side Press, 1991.<br />
The Commercialisation of Childhood: The Debate about Advertising and Marketing to Children<br />
Juliet B. Schor for the Yale Law School Legal Theory Workshop, March 21, 2005<br />
2010 UK Home Office Report on the Sexualisation of Young People<br />
Dr Linda Papadoplous<br />
http://webarchive.nationalarchives.gov.uk/20100418065544/homeoffice.gov.uk/documents/sexua<br />
lisation-young-people.html<br />
Research on sexualised goods aimed at children<br />
Report for the Equal Opportunities Committee 2010<br />
http://www.scottish.parliament.uk/s3/committees/equal/reports-10/eor10-02.htm<br />
The Impact of the Commercial World on Children's Wellbeing: Assessment 2009<br />
https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-00669-2009<br />
Female Chauvinist Pigs: Women and the Rise of Raunch Culture<br />
Ariel Levy 2007<br />
Spice Briefing: Sexualised Imagery and Children<br />
Equal Opportunities Committee, 30th September 2008<br />
Teen Mags to Lads Mags: What They Show Girls, What They Show Boys<br />
Object: Women Not Sex Objects – 2005<br />
www.object.co.uk<br />
Living Dolls: The Return of Sexism<br />
Natasha Walter<br />
58
A.2 SEXUALISATION / PORNIFICATION FURTHER READING<br />
The American Psychological Association (APA) report on the sexualisation of girls 2007<br />
http://www.apa.org/pi/wpo/sexualization.html<br />
Sexualised Goods Aimed at Children<br />
Prof. David Buckingham, Dr. Rebekah Willett; Dr. Sara Bragg; Dr. Rachel Russell (Glasgow<br />
Caledonian University)<br />
Research conducted for the Scottish Parliament 2009<br />
What's Happening to Our Girls?<br />
Maggie Hamilton<br />
Research on Sex in the Media: what do we know about effects on children and adolescents?<br />
Malamuth N, Impett E. 2001<br />
In ‘Handbook of Children and the Media’, Singer D, Singer J (eds). Sage: Thousand Oaks, CA;<br />
269–287<br />
Corporate Paedophilia: sexualisation of children in Australia, The Australia Institute: ACT<br />
Rush, Emma & La Nauze, Andrea (2006)<br />
(TAI Discussion Paper 90, October 2006)<br />
http://www.tai.org.au/<br />
Letting Children be Children: stopping the sexualisation of children in Australia<br />
Rush, Emma & La Nauze, Andrea (2006)<br />
The Australia Institute: ACT (TAI Discussion Paper 93, December 2006)<br />
Understanding the Role of Entertainment Media in the Sexual Socialization of American Youth: a<br />
review of empirical research<br />
Ward L. 2003<br />
Developmental Review 23: 347–388. DOI: 10.1016/S0273-2297(03) 00013-3<br />
59
A.3 SEXUALISATION / PORNIFICATION USEFUL <strong>RESOURCE</strong>S / SITES<br />
Collective Shout<br />
A new grassroots campaigns movement mobilising and equipping individuals and groups to target<br />
corporations, advertisers, marketers and media that objectify women and sexualise girls to sell<br />
products and services.<br />
http://collectiveshout.org<br />
http://enlighteneducation.com.au/<br />
Kids Free 2B Kids<br />
A group of Australians concerned about the increasing sexualisation of kids in the media,<br />
advertising, and clothing industries.<br />
http://www.kf2bk.com/about.htm<br />
Generation Next<br />
Understanding the unique health and wellbeing challenges facing our young people and how they<br />
can be met.<br />
http://www.generationnext.com.au/<br />
OBJECT<br />
Challenging 'sex object culture' - the increased sexual objectification of women. Object today! Join<br />
the campaign at www.object.org.uk<br />
Sexy Inc. Our Children Under Influence<br />
This is an excellent 35-minute Canadian documentary analysing the hypersexualization of our<br />
culture and its effects on young people. Suitable for adult audience.<br />
http://www.nfb.ca/film/sexy_inc/<br />
60
B. 1 PORNOGRAPHY SUGGESTED READING<br />
Use of Pornography and Self-reported Engagement in Sexual Violence Among Adolescents<br />
Bonino S, Ciairano S, Rabaglietti E, Cattelino E. 2006<br />
European Journal of Developmental Psychology 3: 265–288. DOI: 10.1080/ 17405620600562359<br />
Teenage Training: the effects of pornography on adolescent males<br />
Check J. 1995<br />
In The Price We Pay: The Case Against Racist Speech, Hate Propaganda, and Pornography, Lederer<br />
LR, Delgado R (eds). Hill and Wang: New York; 89–91<br />
Trends in Youth Reports of Sexual Solicitations, Harassment and Unwanted Exposure to<br />
Pornography on the Internet<br />
Mitchell K, Wolak J, Finkelhor D. 2007b.<br />
Journal of Adolescent Health 40: 116–126. DOI: 10.1016/ j.jadohealth.2006.05.021<br />
Harms of Pornography Exposure Among Children and Young People<br />
Michael Flood<br />
Child Abuse Review Vol. 18: 384–400 (2009).<br />
Published online 2 November 2009 in Wiley InterScience ( www.interscience.wiley.com) DOI:<br />
10.1002/car.1092<br />
Pornography<br />
Malamuth N. 2001<br />
International Encyclopedia of Social and Behavioral Sciences, Smelser N, Baltes P (eds). Elsevier:<br />
Amsterdam; 11816–11821<br />
B.2 PORNOGRAPHY FURTHER READING<br />
Everyday Pornography<br />
Boyle K. 2010<br />
Routledge Press<br />
Impact of the Media on Adolescent Sexual Attitudes and Behaviours<br />
Escobar-Chaves S, Tortolero S, Markham C, Low B, Thickstun P. 2005<br />
Pediatrics 116: 303–326<br />
Exposure to pornography among youth in Australia<br />
Flood M. 2007<br />
Journal of Sociology 43: 45–60. DOI: 10.1177/1440783307073934<br />
Seeing Masculine Men, Sexy Women, and Gender Differences: exposure to pornography and<br />
cognitive constructions of gender<br />
Frable D, Johnson A, Kellman H. 1997<br />
Journal of Personality 65: 311–355. DOI: 10.1111/j.1467-6494. 1997.tb00957.x<br />
61<br />
Youth, Pornography, and the Internet<br />
Thornburgh D, Lin H (eds). 2002<br />
National Academy Press: Washington, DC.
C. 1 SEXUAL EXPLOITATION USEFUL READING<br />
Stop! She's My Daughter<br />
Mothers of abuse victims share stories of grooming and child sexual exploitation in the UK. CROP<br />
(2007).<br />
Girls Like Us<br />
Rachel Lloyd 2011<br />
A survivor of the sex industry shares her own and other young women's experiences along with<br />
highlighting the importance of tackling the demand side.<br />
Strategic Overview 2009–10<br />
CEOP (2010)<br />
Online Child Grooming: a literature review on the misuse of social networking sites for grooming<br />
children for sexual offences<br />
Kim-Kwang Raymond Choo© Australian Institute of Criminology 2009<br />
ISSN 1836-2060 (Print) 1836-2079 (Online)<br />
ISBN 978 1 921185 86 1 (Print) 978 1 921532 33 7 (Online)<br />
http://www.aic.gov.au<br />
Safeguarding Children and Young People from Sexual Exploitation<br />
London Safeguarding Children Board (2006)<br />
Safeguarding Children Abused through Sexual Exploitation<br />
C.2 SEXUAL EXPLOITATION FURTHER READING<br />
Participation and Young People Involved in Prostitution<br />
Brown, K (2006)<br />
Child Abuse Review Volume 15, no. 5, 294-312<br />
Commercial and Sexual Exploitation of Children and Young People in the UK: A Review<br />
Chase, E and Statham, J (2005)<br />
Child Abuse Review, Volume 14, 4-25<br />
Young Women, Local Authority Care and Selling Sex: findings from research<br />
Coy, M (2007)<br />
British Journal of Social Work Advanced Access<br />
Oxford University Press on behalf of the British Association of Social Workers<br />
A Guide to Parent Support Work<br />
CROP (2008)<br />
A worker's guide to supporting parents affected by the sexual exploitation of their children<br />
Online Victimization of Youth: Five Years Later<br />
David Finkelhor, Kimberly J. Mitchell, and Janis Wolak<br />
Alexandria, Virginia: National Center for Missing & Exploited Children, 2006, pages 7-8, 33<br />
62
Meeting the Needs of Sexually Exploited Young People in London<br />
Harper, Z and Scott, S (2005)<br />
Working Together to Safeguard Children: a guide to inter-agency working to safeguard and<br />
promote the welfare of children<br />
HM Government (2006)<br />
The Stationery Office, HM Government (2007)<br />
UK Action Plan on Tackling Human Trafficking<br />
The Stationery Office HM Government (2008)<br />
Safeguarding Children Who May Have Been Trafficked<br />
Department for Children, Schools and Families<br />
Children and Families: Safer from Sexual Crime<br />
Home Office leaflet<br />
http://www.homeoffice.gov.uk/documents/children-safer-fr-sex-crime<br />
Risks and Safety on the Internet<br />
Livingstone S, Haddon, L, Görzig, A et al. (2010)<br />
http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/Initial_fi ndings_report.pdf<br />
Safeguarding Children and Young People from Sexual Exploitation<br />
London Safeguarding Children Board<br />
Young People and Sexual Exploitation<br />
Lowe K and Pearce JJ (2006)<br />
Special edition – Child Abuse Review, Vol 15.<br />
It's Someone Taking a Part of You: a study of young women and sexual exploitation<br />
Pearce, JJ and Williams, M and Galvin, C (2002)<br />
London: The National Children's Bureau. ISBN 1-900990-83-0.<br />
Safeguarding Children Involved in Prostitution: Guidance Review<br />
Swann, S and Balding V (2002)<br />
63
C.3 SEXUAL EXPLOITATION USEFUL <strong>RESOURCE</strong>S & SITES<br />
Barnardo's<br />
Nae Danger, Bwise2 sexual exploitation, Protecting Self and Keeping Safe, Respecting Self –<br />
Consensual Relationships, No Son of Mine!<br />
www.barnardos.org.uk<br />
http://www.barnardos.org.uk/search.htm?Go=Search&qt=sexual+exploitation&ql=&charset=iso-<br />
8859-1&col=mainsite<br />
The Coalition Against Trafficking in Women-International<br />
(CATW) promotes women's human rights by working internationally to combat sexual exploitation<br />
in all its forms and was the first international charity to focus on human trafficking, especially sex<br />
trafficking of women and girls.<br />
http://www.catwinternational.org/<br />
Child Exploitation and Online Protection Centre (CEOP)<br />
http://www.ceop.police.uk/<br />
Childwise<br />
A collection of articles and writing on the commercial sexual exploitation of children.<br />
http://www.childwise.net/<br />
The Coalition for the Removal of Pimping (CROP)<br />
Advice and information for parents and workers on the sexual exploitation of children and young<br />
people.<br />
http://www.cropuk.org.uk<br />
End Child Pornography, Prostitution and Trafficking (ECPAT)<br />
http://www.ecpat.net<br />
Family Planning Association (FPA)<br />
Is this Love?<br />
www.fpa.org.uk<br />
Girls Educational & Mentoring Services (GEMS)<br />
Supports girls and young women who have experienced commercial sexual exploitation and<br />
domestic trafficking.<br />
http://www.gems-girls.org/<br />
NSPCC<br />
http://www.nspcc.org.uk/Inform/research/reading_lists/commercial_exploitation_of_children_wd<br />
a54798.html<br />
The Polaris Project<br />
A leading American organization challenging all forms of human trafficking.<br />
http://www.polarisproject.org/<br />
64<br />
Sheffield Sexual Exploitation Service<br />
Friend or Foe – Who can you trust? The Children's Society. My Life 4 Schools.
D. USEFUL SITES<br />
SEXUAL HEALTH <strong>AN</strong>D RELATIONSHIPS<br />
Coalition for Positive Sexuality<br />
A frank online sexual health and relationships information site.<br />
http://www.positive.org/<br />
Respect4us<br />
Great interactive website aimed at young men and women on challenging violence against women,<br />
challenging gender roles and stereotypes, it is very well done and aimed at young people.<br />
http://www.respect4us.org.uk<br />
Scarleteen<br />
An independent, grassroots sexuality education and support organization and website.<br />
http://www.scarleteen.com/<br />
YPSH<br />
A comprehensive guide for young people to all aspects of sexual health.<br />
http://www.ypsh.net/<br />
YoungScot<br />
Information aimed at young people on sexual health with links to other agencies / services.<br />
http://www.youngscot.org/channels/feelinggood/?ss=157&s=44&sr=66<br />
VAWNetorg<br />
A resource library with thousands of materials on violence against women and related issues.<br />
http://snow.vawnet.org/special-collections/Children.php<br />
65
GIRLS / YOUNG WOMEN<br />
Indigo<br />
A magazine for young girls that is available online and in print form. The emphasis is on creating a<br />
positive, independent self-perception for girls in the pre-teen and early teen years.<br />
http://www.indigo4girls.com<br />
New Moon Girls<br />
An online community and magazine where girls create and share poetry, artwork, videos, and<br />
more; chat together; and learn. All in a fully moderated, educational environment designed to build<br />
self-esteem and positive body.<br />
imagehttp://www.newmoon.com/<br />
REAL Magazine<br />
Created by young women for young women and is designed to inspire creativity and positive<br />
thinking, promote self-respect and encourage readers to embrace their individuality.<br />
http://www.realmagazine.net.au<br />
About-Face<br />
Promotes positive self-esteem in girls and women thru media education and activism. (USA)<br />
http://www.about-face.org/aau/<br />
Enlighten Education (Aust)<br />
Offers innovative and exciting in-school programs aimed at empowering and inspiring teenage girls.<br />
http://www.enlighteneducation.com<br />
66
YOUNG MEN / MEN<br />
MenEngage<br />
A global alliance of non-governmental organizations that are involved in an array of research,<br />
interventions, and policy initiatives seeking to engage men and boys in effective ways to reduce<br />
gender inequalities and promote health and the well-being of women, men, and children.<br />
http://www.menengage.org/<br />
Engaging Men in Gender Equality<br />
Interactive community (Partners for Prevention)<br />
http://www.engagingmen.net/<br />
Sexual Violence Resource Initiative<br />
Collection on men and masculinities.<br />
http://www.svri.org/masculinities.htm<br />
Men Against Violence<br />
UNESCO program believing education, social and natural science, culture and communication are<br />
the means toward building peace.<br />
http://www.unesco.org/cpp/uk/projects/wcpmenaga.htm<br />
Men can Stop Rape<br />
Mobilizes young men to prevent men's violence against women. They build young men's capacity<br />
to challenge harmful aspects of traditional masculinity, to value alternative visions of male<br />
strength, and to embrace their vital role as allies with women and girls in fostering healthy<br />
relationships and gender equity.<br />
http://www.mencanstoprape.org/<br />
White Ribbon Scotland<br />
Campaigning and educational resources for working with boys and young men on challenging<br />
gender stereotypes, what it means to be a man, forming new types of masculinity etc.<br />
http://www.whiteribbonscotland.org.uk/<br />
Date Hook Up<br />
http://www.datehookup.com/content-what-you-should-know-about-rape-and-sexual-assault.htm<br />
67
Z E R O T O L E R A N C E<br />
WOMEN’S<br />
SUPPORT<br />
PROJECT<br />
scottish<br />
community<br />
foundation